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Methodology:<br />Present in a five part series of advisory lessons, leading theories of cognitive processes. <br />Facilitate student discussion and reflection of these theories. <br />Apply such knowledge to the literary analysis of Flowers For Algernon by Daniel Keyes.<br />

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Given a set of 15 minute ‘Advisory’ periods, a series of mini-lessons were created to enhance students’ self awareness of brain functioning and processing as it applies to their school day…<br />

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hearing (including both them hearing themselves and them hearing outside speech). </li></ul>Discuss with students the pathways by which information enters our sensory input. <br />Illustrate such inputs and have students name particular lessons/activities they’ve enjoyed/benefited from. <br />Sort those into which input modality is best related. <br />

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Mini Lesson 2: Processing<br />Discuss Chalfant’s Crate, the implications of input/output modalities and different types of processing. <br />Provide examples and ask students for elaboration of how memory, attention and concept formation are used in school.<br />

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Mini Lesson 3: Gardener’s Multiple Intelligences<br />Discuss the notion that people can be ‘smart’ in many ways, summarize various intelligences.<br />Ask students to reflect on and list their individual intelligences.<br />

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Mini Lesson 4: Bloom’s Taxonomy<br />Discuss ‘weight’ in thinking referring to previously mastered skills such as SQR, Extended Response and other curricular examples of higher order thinking. <br />Have students generate a set of questions on a mastered skill, such as a folk tale or familiar poem, and have them quantify the questions by difficulty in relation to Bloom. <br />

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Literature Component:<br />The group of students involved in this series of lessons is 10 8th grade students with disabilities in the Language Arts domain. <br />The mean reading level (using KTEA/ISAT/BRI data) is aggregated at 3.6 gl, with significant deficits in written expression and conventions.<br />Instruction was differentiated through the use of paired reading, assistive technologies such as Kurzweil software and Franklin speaking dictionaries, tracking reading and abridged texts. <br />Daily readings were discussed keying on elements of plot, setting, theme and characterization. Inference, prediction/outcome, KWL and SQR strategies were employed daily.<br />Students were charged with the responsibility of playing the role of Clinical Psychologists. They were to track the character Charlie’s development, and quantify the skill level/difficulty of his gains and deficits.<br />These ‘case studies’ were used as a tool for their final exams, in which they were to discuss, in writing, Charlie’s multiple intelligences and how they impacted his quality of life.<br />

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Findings:<br />In private conferencing with students during subsequent Advisory Periods, certain running themes emerged from the anecdotal records…<br /><ul><li>Students were very empowered in their expanded knowledge regarding their own intellectual functioning.

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Students could readily identify perceived strengths and weaknesses, often corresponding with classroom observations.

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Students could identify preferred learning styles, and more importantly could vocalize those to potential future educators, as witnessed by suggestions for activities/assessments related to the lesson.

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Students empathized greatly with the main character, and the difficulties he faced throughout the plot.</li></li></ul><li>Areas for improvement:<br />Streamline cognitive lessons with more tangible activities and more time for discussion.<br />Provide vocabulary study guides to assist students with rigorous grade level text, preview vocabulary in greater detail. <br />Allow greater student input to activity design. Introduce higher rigor in the written evaluation of Charlie’s progress.<br />Provide role playing for self-advocacy in educational settings.<br />

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Summary:<br />It is vital for students with disabilities to be self aware of the nature and impact of their disability, while simultaneously being able to identify and implement remediation and self advocacy strategies. <br /> This increased confidence is essential to successful transitioning to high school, and hopefully serves them throughout secondary and higher education.<br />